Project Reflection Sheet for UDL Educators Checklist How did you use technology to implement the 9 UDL

guidelines? Explain in the nine boxes below. Resave the file as Group # UDL checklist
I $ Provide !ultiple !eans of Representation" Provide options for perception $ $ $""er ways o" customi%ing the display o" in"ormation $ % $""er alternati!es "or auditory in"ormation $ & $""er alternati!es "or !isual in"ormation % Provide options for lan'ua'e( )athe)atical e*pressions( and s+),ols % $ 'lari"y !ocabulary and symbols % % 'lari"y syntax and structure % & &upport decoding o" text) and mathematical notation) and symbols % - *romote understanding across language % . ,llustrate through multiple media & Provide options for co)prehension & $ +cti!ate or supply bac#ground #nowledge & % Highlight patterns) critical "eatures) big ideas) and relationships & & 1uide in"ormation processing) !isuali%ation) and manipulation & - 2aximi%e trans"er and generali%ation II Provide !ultiple !eans for /ction and E*pression" 4. Provide options for ph+sical action - $ 3ary the methods "or response and na!igation - % $ptimi%e access to tools and assisti!e technologies 5. Provide options for e*pression and co))unication . $ Use multiple media "or communication . % Use multiple tools "or construction and composition . & (uild "luencies with graduated labels o" support "or practice and per"ormance 6. Provide options for e*ecutive functions 0 $ 1uide appropriate goal setting 0 % &upport planning and strategy de!elopment 0 & acilitate managing in"ormation and resources 0 - Enhance capacity "or monitoring progress III Provide !ultiple !eans for En'a'e)ent" 7. Provide options for recruitin' interest
CAST 2011 #our notes

Type your ideas in this column -Instead of holding the book, bring students to the

carpet in front of the Promethean board. The book could be placed on the Elmo, insuring all students can see the text and illustrations.
- ind a !ideo o" the boo# being read aloud by the author or a celebrity. -Use the microphone when reading story aloud ensuring all can hear. -"ind boo# in &panish !ersion -"ind a site that will interpret boo# in &panish -'reate a "ile where we read the boo# aloud. Upload to class website so students can listen at any time, for

homework, etc.
-(e"ore reading) new !ocabulary "ound in the boo# can be displayed on the *romethean. -(rea# students into groups) distributing a laptop to each group. +ssign a new !ocabulary word to each group and ha!e them research its meaning. -Display a -.L chart on the *romethean board. &tudents can use the acti!e !otes to text in what they already #now about the term /&el"-esteem0 -Display pages o" the boo# on the *romethean) students can ta#e turns going up the board and underlining #ey text on each page using the *romethean writing tool.

#our notes -Ha!e students enter their predictions !ia text about the story) post co!er and boo# wal#) into the acti!e !otes. *redictions will post to the *romethean. This page can

be saved to review after reading the book.

-&tudents create a 3oki with uploaded sound bite

describing what makes them happy.

-&tudents create a Tag%edo with descripti!e words about themsel!es.

-Ha!e classroom wi#i page "or students to upload ongoing pro4ect. Teacher can !iew to see where help is needed.

#our notes &tudents will ha!e a choice o" creating a !o#i or a

1 $ $ptimi%e indi!idual choice and autonomy

UDL Guidelines Educator Checklist Version 2

 CAST 2011

UDL Guidelines Educator Checklist Version 2